Q. How long should it be?
A: As long as it takes to tell the story of your research, to synthesize your reading and data to define the territory of your question in your field, outline the niche your research will fill, and fill it with that research. Typically, this is about 4pages(including reflection) but it may be more or less depending on the volume of your research.
Q. Should it be double-spaced?
A. Since the page-count doesn’t matter, there’s no benefit to double-spacing it for you, and since I’m not making in-line comments in the margins that’s no benefit for me. If it makes you happy, do it. If not, don’t bother.
Q. What should it look like?
A. APA format says one inch margins, 12-point font, and section headers. I like all that. It should open on my computer, so either paste it, upload a Word file, or attach Google doc link. Otherwise, we spent a lot of time on the IMRAD format, so lean on that.
The requirement for reflection:
Prompt
In this class, you developed a research question based on a topic relevant to your field, drafted and revised a proposal, located and evaluated sources, conducted interviews, read research articles, wrote an annotated bibliography, drafted and revised an article for a lay audience based on this research, and presented your findings to the class.
Research demonstrates that when student writers reflect on what theyve learned, theyre more likely to transfer their learning to future writing. For your final “exam,” you will reflect on and present what you learned and discuss how you can apply this knowledge to your future writing. Support your ideas with specific examples from your writing and, through these examples, interpret what you have learned. To develop your ideas, consider the following:
The learning outcomes for this class include:
Rhetorical Awareness
Students will develop audience awareness, learning how to anticipate the informational needs, knowledge, beliefs and concerns of their readers.
Students will practice accomplishing their purposes in relation to their audience/s.
Students will learn to adapt their writing based on readers needs.
Processes
Students will understand and practice writing as a process that creates knowledge.
Students will practice writing as a social process, revising multiple drafts based on feedback from peers and the instructor.
Students will adjust their composing processes for different genres.
Genre Awareness
Students will learn why genres are important and how to analyze and produce the new genres they will write in the future.
Research
Students will practice the research skills important for graduate school and future professional development: data collection, evaluation, analysis, synthesis and ethical documentation.
Students will practice research as inquiry and learn to investigate problems relevant to their future education and careers.
Metacognition and Learning Transfer
Students will practice reflection on their writing and writing processes to become more conscious, deliberate decision makers.
Students will understand the nature of writing differently than when they began the course.
Students will reflect on key writing concepts and develop a vocabulary for the concepts they practice in order to encourage transfer to other contexts.
Using the list above, please spend at least one paragraph per learning outcome connecting the five outcomes to the labor of the class. Using specific examples of the labor and engagement of the past ten weeks, how have you grown as a scholar in these five areas?
The following questions may help guide your responses. Think of them as writing prompts more than assignments: you don’t have to answer them directly and (boringly) in order, but the answers should show up in your letter in some way:
How has your understanding of effective writing and writing processes changed or expanded this quarter? Consider the role of planning, drafting, revising (including revision activities and the COST of revision), research, and other people in your processes.
For many of you, this may have been the first time you really had to think about developing your writing for a specific audience. How has thinking about your audience in relation to your purpose changed the way you approach writing?
Consider the threshold concept we read at the start of the quarter (4.0-4.5). Based on your experience this quarter, which concepts are most important and relevant and why? The TCs may provide you with language to discuss the first two bullets.
What types of writing do you anticipate in graduate school and/or in your future profession? (If you do not know, you may have to do some basic online research to answer this question). How might you apply what you have learned to your future writing?
You may spend as long as you like working on this reflection, though you are not expected to spend more than 3 hours. Use whatever invention techniques have proven helpful for you: freewriting, outlining, etc.
Your reflection letter has two target audiences. One audience is you. While you will not remember every word of your letter in the future, by synthesizing and reflecting on your learning, you will be better able to recall it. The other audience is your instructor; your essay will help me evaluate your learning.
Length and Format: 1 page
(I attached a file called “reflection” which describes the qualities I learned in this lesson and the experience it brought me.When you write final reflection, you can refer to this reflection for further explanation.)
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